at a glance

The progression through computer skills depends on when the child is first exposed to computers and the comfort level of parents in encouraging their child’s independence when using computers.

There is no ideal or optimum time for the first exposure to a computer but there are some concerns about early exposure. Therefore, the onset of computer use may differ greatly within families and across children even within families. Given this variability, the summary below presents a sequence of acquisition that parents can follow when they introduce children to computers and includes ways to encourage children’s skill development around the

technology. A general rule is that a parent or caregiver should be present and supervise whenever children use computers even if they seem able to handle the equipment independently.

Generally, before two years of age, children will not be able to handle computers independently.

30 – 60 Months

Initial Computer Use - Toddlers and Young Preschoolers

Start with child seated on a parent’s or caregiver’s lap

Install and start a program telling the child briefly what you are doing

Operate the keyboard (which should be infrequent for children’s games) because most use either a mouse and/or a touch pad or touch screen

Point out any interesting features on the screen to your child

Interact verbally with child to tell what is happening and to engage in the fun of the software

Initial Computer Use ­- Older Preschoolers to Kindergarten Age

Start with parent or caregiver seated beside or behind child

Install and start program with child

Operate the keyboard (which should be infrequent for

children’s games) because most use either a mouse or touch pad/screen

Point out interesting features on the screen

Interact verbally with child to tell what is happening and to engage in the fun of the software

Gradually move operation to child’s use of the technology and start with the input device

Encourages child to place his/her hand on the mouse/touchpad/touch screen while adult places hand on top of the child’s for guidance

Make the physical movement for the child through this hand-over-hand support

Encourage child’s interest in and desire to operate the mouse/touchpad/touch screen independently

Provide simple verbal instructions accompanied by physical support where necessary

Understand that the amount of time for successful use varies across children but some time will be needed (ranging from days to weeks)

Introduce the Child to the CD/DVD drive

Demonstrate how to load software, then remove and allow child to try (again support physically when necessary)

Introduce Child to Start and Shut Down the Computer

Teach the child to start the computer before teaching a child to shut down the computer. Remember to encourage the child to wait until the computer has had time to start up, often children are impatient for the fun to start

Teach the child to exit from software. Most children’s software has an icon and verbal information that asks the child if they wish to quit or stop

Show the child how to shut down the computer when the child has mastered the above skills

Introduce Child to Keyboard

Understand that children typically cannot use the keyboard effectively until they are able to read, they need to be able to recognize letters at the very least. Use of the keyboard should be reserved until the child has met these developmental milestones (recognize letters of the alphabet and/or can read)

Using the Computers to Learn

Understand that much of children’s learning occurs in social settings. Computer time should be an interactive time. Expect that children will play together on the computer and that children will want adults to play with them.

Locate computers in places where family members are present and can supervise, share and interact with the child while they are engaged.

Select age-appropriate software. Good software will engage children and will allow them to develop skills in content areas (for example, reading and math) using a variety of interesting activities that change to meet the growing skill level of the child.